Students’ Self-Efficacy in Mathematical Problem Solving and the Problem-Solving Processes of Learners with Low Self-Efficacy
DOI:
https://doi.org/10.47505/IJRSS.2026.1.17Keywords:
Self-Efficacy, Problem-Solving Processes, Mathematics Education, Low Self-Efficacy Learners, Case AnalysisAbstract
This study investigated (1) the level of students’ self-efficacy in mathematical problem-solving and (2) the problem-solving processes of students with low self-efficacy. A validated self-efficacy scale was given to secondary mathematics students to classify their self-efficacy levels. Classroom observations and semi-structured interviews were then conducted with selected students with low self-efficacy to examine their problem-solving behaviors. Descriptive statistics were used to determine self-efficacy levels, while qualitative case analysis examined students’ strategies, persistence, emotional responses, and reliance on support during problem-solving. Findings showed that most students had moderate self-efficacy, whereas a small group had low self-efficacy, characterized by hesitation, avoidance, and dependence on external guidance. These students displayed fragmented problem-solving processes and behavioral tendencies when faced with mathematical challenges. The study underscores the need to identify learners with low self-efficacy early and highlights that understanding their problem-solving behaviors is essential for developing targeted interventions. By informing the creation of instructional scaffolds that foster both confidence and active engagement, the results suggest practical ways to enhance the mathematical learning outcomes of those who struggle with self-efficacy.
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Copyright (c) 2026 Frances Ann T. Booc, Amelia T. Buan, Joan Rose T. Luib, Joy R. Magsayo, Gilbert B Cagaanan
This work is licensed under a Creative Commons Attribution 4.0 International License.
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